Karmic lesson

In past lives, the subject showed little concern for others.

In this life, the subject is likely to be self-centered and unaware of or repressing his own feelings. He will probably be subjected to much in the way of emotional upsets, disappointments, and separations until he learns to be concerned with others—to show compassion and love, to clearly express his feelings and respond to others' feelings. This rare lesson indicates a significant coloration of the core.

chart ( intensity table

illumination prime intensifier

Not applicable intensity point more than average

Not applicable average quantity of number

Not applicable intensity point less than average

Not applicable modified karmic debt

Not applicable karmic debt

chartg intensity table

22 master builder j

Not applicable


intensity point more than average \

Not applicable \

average quantity of number

Not applicable 1


intensity point less than average

Not applicable ?

\ \

modified karmic debt

Not applicable i \

Not applicable i



the challenge/the growth number


The Challenge is an obstacle encountered in the early years of life, at least, due to the emphasis placed on the negative extreme of the potential. See Chapter 14, page 149.


In the early years, the individual is likely to have t difficulty acting on his preferences. He is perfectly capable of analyzing a situation, realistically comparing possible solutions. Having sorted out alternatives, the individual has difficulty taking the ? requisite action. He's likely to have all sorts of ex- , cuses or rationalizations, but he effectively hinders * his own development. 1

The individual must simply learn to have faith in | himself—having indicated a preference, he must S act. With a little practice, he's likely to find that taking action on his preference will prove as bene- i ficial as he had hoped. Eventually, given enough practice, he can analyze, make a choice, then act with ease and comfort.


The Growth Number describes the energy which will illuminate the essence of the experiences and help expand a person's development.

See Chapter 15, page 153.

growth number

Not applicable f

. s



challenge/growth no.

individuation \ I independence i jl attainment j

In the early years, the individual is likely to feel dominated by jj others with strong influence, probably parents or others on s whom he is dependent. He's apt to feel that his desires are not be- ;<

ing met, that his needs are being opposed. To feel less restricted, i he may try to please everyone, but he'll find little satisfaction in 1 that endeavor. He'll probably end up displeased himself, as well as confused and resentful. ¡j

The individual must learn to take stock of a situation (taking I

others' needs into account as well as his own), then, using the t courage of his convictions, move forward in the direction of his 3 choice. He must be careful not to end up dominating others, but he must remain watchful not to be dominated himself. t


> The individual must act in an independent manner, but must not 1

confuse independence with dominance. He has to remember that J others'needs must be taken into account. He shouldn't give in to restrictive or limiting forces tending to keep him dependent, par- i\

ticularly in the younger years. 'i

The individual should express his original ideas in appropriate i circumstances. Shyness, fear of rejection or intimidation, 3 especially in youth and young adulthood may make the expres-sion of these ideas difficult. Vital opportunities may be lost because of the individual's reticence. ;

He should fill a leadership role when it is offered, although his =

leadership style may not be in the expected or commonly ac- £

cepted mode. 3




In the early years, the individual is likely to be extremely sensitive—he's likely to be fearful, timid, lacking self-confidence, brimming with feeling. It may be difficult for him to work with others because he's so afraid of being hurt by an unkind word or action or, worse yet, by being ignored. He's apt to be constantly worried about others opinions of him.

He's using his sensitivity with negative emphasis. His positive sensitivity can be an important strength, allowing him to be acutely aware of so much of which others have little inkling, to make significant connections between awarenesses which others can barely fathom. He must learn that his extreme powers of discrimination do not make him weak and inferior—but rather strong and superior.


The individual must promote harmony, even if the effort tends to make his own contribution less visible. He shouldn't be so shy or self-effacing that his efforts go unnoticed. There's a very fine balance here that, particularly in the younger years, may be difficult to achieve.

The individual should practice cooperation and adaptability. He should try to take care of others' needs at the same time he is meeting his own. He should try to be as sensitive as possible to the subtle, even unspoken, nuances of those around him. He should express friendship and affection openly and directly. Fear of rejection may, especially at first, make this expression difficult, but the acknowledgement of his feelings by others may prove to be a vital link in his personal development.




In the early years, the individual is likely to be hiding his creativity as well as his social abilities. He's apt to feel shy, have difficulty expressing himself well, be fearful of criticism. He's likely to find it easier to hide in the background at social af-fairs—he may feel uncomfortable making conversation or being himself. He probably does little to develop his potential gift with words.

He's expressing himself with negative emphasis. The positive expression he can develop can be an important strength. He must develop his capability to get on well with others—to be a good conversationalist, to express his optimism and enthusiasm, to grace any social affair. His creative abilities—possibly with words; writing, singing, acting—can be developed to bring pleasure to others as well as personal satisfaction.

growth number

The individual must approach his experiences with optimism and enthusiasm. His input may vitalize an endeavor with productive excitement.

He should express his creativity. Fear of rejection may make this expression difficult, particularly when he's expressing in unique or daring ways. He has to learn to offer his creative input and then let others learn to deal with it. He should express his delight in people and social activities openly and warmly.

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